CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

People live in a mathematical world, wherein they wake up every morning with math

because of the time, make their coffee with grams and milliliters of water, walk in length and

need to calculate every purchase or everything that they do like in foods, things needed at home,

budget, insurance or health plan and many more. People have to study before they get to work,

they study different subjects but most of the students find it difficult to learn mathematics. They

encounter ideas related to fractions, decimals, and percentage on a daily basis. Confident and

flexible understanding of these ideas are key to easy and mental calculation, and not only

understanding these ideas are essential, they are also foundational to more sophisticated

mathematical ideas. There are many barriers in learning mathematics and as a result, many

students find it difficult to finish school because they lose confidence in themselves, they all

know that the mathematical computation needed in work as well as mathematical thinking and

solving increased dramatically especially when you are in the path of accounting, business or

corporate world. Students have different abilities, interests and needs, but they need to learn

mathematics in any possible ways. Students need to learn the fundamental operations in decimal,

fraction, and percentage not only that and so on, with easy, fluent and creative ways to compute.

But what about now? What about nowadays? If students find it difficult to understand

fundamental operations in decimal, fraction, and percentage in school, how much more during

this pandemic? Wherein students have difficulties studying by themselves.

 Mathematics was discovered many years ago and until now it still remains in the

education industry. Now that we’re experiencing this pandemic which causes a lot of changes in

every individual’s life, wherein everyone is adjusting, we observed that there are many

adversities in learning mathematics. This study is to contribute to the field of teaching and

learning, especially in mathematics and students who have lack of knowledge in solving math

problems. This study is also necessary to the students, because it will help them to improve their

minds and have confidence to solve. The researchers conducted this study to lead the teachers of

mathematics to easily assess the cause of students in lack of understanding mathematics and to

reflect on the importance of learning fundamental operations in decimal, fraction, and

percentage.

Statement of the Problem

In this research, we seek to understand the adversities in learning fundamental operations

in decimal, fraction and percentage that affects the learning of Accountancy, Business and

Management. Central to this study is the question: What factors affect difficulties in learning

fundamental operations in decimal, fraction and percentage of ABM students.

Furthermore, we seek to answer the following sub-questions:

1. What is the extent of student-related factors in terms of:

1.1 Interest

1.2 Study Habits

2. What is the extent of teacher-related factors as evaluated by the students in terms of:

2.1 Personality Traits

2.2 Teaching Skills

 2.3 Instructional Materials

3. What is the extent of environment-related factors as evaluated by students in terms of:

3.1 Internet Connection

3.2 Surroundings/Environment

4. Is there a significant relationship between adversities in learning fundamental operations

in decimal, fraction and percentage and student-related factors?

5. Is there a significant relationship between adversities in learning fundamental operations

in decimal, fraction and percentage and teacher-related factors?

Scope and Delimitation

This study focuses on adversities in learning fundamental operations in decimal, fraction,

and percentage of senior high school students from School X in the Municipality of Guiguinto,

Bulacan under Accountancy, Business and Management (ABM) strand in the first semester of

academic year, 2020-2021.

Furthermore, the study delimits itself to the specific online classroom observed practices

such as linkages between new concepts and previous structure, building student motivation and

regular assessment system only.

Significance of the Study

This study will be able to contribute research-based data and knowledge on the possible

factors that affect difficulties in learning fundamental operations in decimal, fraction and

percentage among Accountancy, Business and Management (ABM) students. Furthermore,

society in general, can make informed decisions that are relevant to this area.
 In addition to that, this study shall be beneficial to various groups of people:

Students. not only in ABM strand can use this information which this study will produce

to learn and be more knowledgeable in learning fundamental operations in decimal, fraction and

percentage and to hopefully learn something from it. Since senior high school students are the

focus of this study, all findings are beneficial to them. The result will enlighten the teachers and

parents to operate with their Mathematics teacher in overcoming their difficulties in

fundamental operations in decimal, fraction and percentage. The findings of this study will

ensure meaningful learning and activities in the classroom.

Teachers. The findings of this study will help teachers to monitor student's

performances, strengths and weaknesses, they will be able to think of strategies and approaches

suited for each student. Through this, they can improve their way of teachings where the student

can easily adapt it. They will be motivated to bring out students’ inclination to Mathematics and

to prepare them in their college and even in the real world.

Parents/Guardians. The parents/guardians will serve as their guides on how to eliminate

the factors that somehow affect their children. As adults, they should also be an agent in

encouraging the young ones to overcome their certain difficulty.

Principals. This study will provide insights in how to help students overcome their

difficulties in fundamental operations in decimal, fraction and percentage. It will also create

awareness among administrators of the students’ needs in the said subject.

Other Researchers. This study will serve as background information for future research

of the same topic. The study can serve as a guide for them and can be a source of information
about the adversities in learning fundamental operations in decimal, fraction and percentage.This

research can serve as reference for the future researchers.

Definition of Variables

For better understanding and clarification of the variables related to this study, the

following variables are defined conceptually and operationally.

Study Habits. This refers to the students’ way or behavior in preparing and learning by

themselves.

Interest. This refers to students' expert skill or knowledge in a particular subject that

tends to be their preference.

Personality Traits. This refers to the good relationship of mathematics teachers and

students.

Teaching Skills. This refers to mathematics teachers’ skills and techniques in delivering

his/her lesson.

Instructional Materials. This refers to mathematics teachers’ motivating techniques and

equipment used to deliver his/her lesson to students. It can be visual technology or simple

materials that can be used in learning reference.

Internet Connection. This refers to the network you can use to access the internet.

Surroundings/Environment. This refers to the location or place of a student.

CHAPTER II

THEORETICAL FRAMEWORK
 This chapter contains literature, theories, related studies, different views, local and

international theories that provide the author of this study sufficient information, insights and

ideas on how the adversities in learning fundamental operations in decimal, fraction and

percentage can be described and prevented.

Relevant Theories

The following theories were selected trustily by the author as it is believed that the

following theories are significantly connected to the researcher’s study. Some theories are

focused on the importance of motivation in every student’s learning progress and the connection

of the language used in delivering the lesson. Motivation and explanation of the subject based on

the student’s level is expected by students as they know that mathematics is difficult to

understand.

Related Literature

The teaching and learning of mathematics, like any other subject, requires that both the

teacher and learner communicate effectively. Ways of a teacher in delivering or explaining the

lesson can affect students.

In Halliday’s (1975) view, learning language involves ‘learning how to mean’. Thus, the

language of mathematics involves learning how to make and share mathematical meanings using

language appropriate to the context, which is more than recognizing and responding to words in

isolation. This, in turn, demands the use of appropriate language (words and symbols) whose

level of difficulty is at par with the cognitive abilities of the learners concerned. Communicating

mathematical ideas so that the message is adequately understood is difficult enough when the

teacher and learner have a common first language but the problem is acute when their preferred

languages differ.
 According to Ishumi (1994), language is a powerful instrument in the formation of

concepts, acquisition of particular perspective abilities and the transfer or communication of such

concepts.

According to Bandura (1977), attitude is often used in conjunction with motivation to

achieve. It is how capable people judge themselves to perform a task successfully. Moreover

extensive evidence and documentation were provided for the conclusion that attitude is a key

factor in the extent to which people can bring about significant outcomes in their lives.

Review of Related Studies

Foreign Studies

The primary function of language, in mathematics instruction, is to enable both the

teacher and the learner to communicate mathematical knowledge with precision. In order to

realize the objectives of mathematics instruction, teachers and textbook authors need to use a

language whose structure, meaning, technical vocabulary and symbolism can be understood by

learners of a particular class level. The communication of meaning frequently involves

interpretation on the part of the receiver and this should warn us that messages could be given

incorrect interpretations. Donaldson (1978) suggested that: When a child interprets what we say

to him, his interpretations are influenced by at least 3 things... his knowledge of the language, his

assessment of what we intend (as indicated by our non-linguistic behavior) and the manner in

which he would represent the physical situation to himself. Some of the words and symbols used

to communicate mathematical ideas can sometimes be misinterpreted by learners in their attempt

to imitate their teachers.

McDonald & David Morgan argued that motivation is the change in energy in a person

that is marked by the emergence of "feeling" and preceded by the response to the existence of a
purpose. Motivation can be said to be a response from an action, that is the goal. The

motivation arose from within humans, but its appearance depending on the presence of other

elements, in this case is the purpose, and this purpose concerns the matter of necessity.

Humans live with having different needs, namely the need to do something for something fun

activities, the need for others, the need to achieve results, the need to address the difficulty.

Therefore, the motivation of learning will appear when learning is already considered a

requirement.

Local Studies

Teaching and learning fractions has been an ongoing issue in education. Actually, it is a

prevalent notion that fractions are among the most difficult concepts that young learners learn in

school. Some believed that learning fractions is perhaps one of the most severe hindrances to the

development of mathematical dexterity. Researchers and scholars recently have uncovered

various determinants of students’ learning disabilities in fractions. Specifically, some scholars

suggested that the hindrances preventing the learners from developing functional knowledge of

fractions are attributed to the structure of fractions themselves or to the methods of teaching that

teachers employ. At present, researchers agree to the idea that one of the prevalent determinants

of difficulties in teaching and learning fraction lies in the widely accepted truth that fractions are

composed of many constructs.

As early as Grade I, fractions and rational numbers are taught based on Philippine basic

education. The sequential mathematics curriculum develops the students’ knowledge of fractions

from simple visualization, modeling, and representation of “halves” and “fourths” in first grade

to more advanced evaluation of complex rational expressions in high school algebra. However,

despite this long exposure of students to the concepts and principles of fractions and their
operations, many high school graduates reach the tertiary level without evidence of mastery.

Conceptual Framework

The author’s study is outlined in the Conceptual Framework presented in the preceding

Figure 1. The Paradigm assesses the status of independent variables which are the Interest, Study

Habits, Personality Traits, Teaching Skills, Instructional materials, Internet Connection, and

Environment. The status of dependent variable which is Student’s Comprehension in Decimal,

Fractions and Percentage.

The status of Adversities in Learning Fundamental Operations in Decimal, Fraction, and

Percentage is measured in terms of seven components, namely: Interest, Study Habits,

Personality Traits, Teaching Skills, Instructional materials, Internet Connection, and

Environment.

Independent Variable Dependent Variable

Adversities in Learning
Fundamental Operations in
Decimal, Fraction, and
Percentage

● Interest
● Personality Traits Student
● Teaching Skills Comprehension in
● Instructional Decimal, Fractions and
Material Percentage
● Internet connection
● Environment
● Study habits

Figure I. Paradigm of the Study

 The paradigm of the study is presented in figure I the Independent Variable (IV) reflects the

Adversities in Learning Fundamental Operation in Decimal, Fraction and Percentage. Under

these adversities are study habits, interest, personality traits, teaching skills, instructional

materials, internet connection and surroundings/environment. The Dependent Variables (DV) is

the students comprehension in decimal fraction and percentage, the figure above also shows the

main concepts of the study that aims to determine the factors affecting the students in learning

fundamental operations in decimal fraction and percentage. It is assumed that the said adversities

can affect the students comprehension.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and techniques of the study, population and sample of

the study, the research instruments, the data gathering procedure, data processing and statistical

treatment

Methods and Techniques of the Study

This study determined the adversities in learning fundamental operations in fraction,

decimal and percentage of ABM strand at Guiguinto National Vocational High School. The

descriptive method was used in the study. This research design is most common in quantitative

approach as it involves gathering data from larger groups or samples. This descriptive method

will involve some description, analysis, and interpretation of parameters that are observed.

According to Calderon (2008), as cited by Alberto et al (2011), the descriptive method is also

known as statistical research, it describes data and characteristics about the population or

phenomenon being studied.

 The research study is using a descriptive method as it attempts to describe and categorize

students based on their achievement. It will also determine the status of the students’ motivation

and learning strategies and their effects on their achievement in Business Mathematics.

Both qualitative and quantitative data are solicited from the demographic information of

the respondents which are the students of Business Mathematics. In measuring the levels of

motivation and learning strategies of students, quantitative data are gathered by way of

Frequency scale.

This study was concerned generally to determine the adversities of fundamental

operations that affect the student.

Population and Sample of the Study

The population size of the study will consist of all students enrolled in Business

Mathematics from the first semester of Academic Year 2020- 2021. Sample size to be taken will

be based on a stratified random sampling method using Slovin’s Formula with a margin of error

of 5% .

The sample of the population of this study stood at 122 students of ABM and gave a total

of 93 respondents. For some studies, the population may be small enough to warrant the

inclusion of all of them in the study. But a study may entail a large population which cannot all

be studied. That portion of the population that is studied is called a sample of the population

(Nworgu 1991:69). A sample in this study is, therefore, a smaller group of elements drawn

through a definite procedure from an accessible population. The elements making up this sample

are those that are actually studied, the researcher will use stratified sampling for a better

representation of each subset. The principle of ratio and proportion will be used to compute the
representative sample size in each section represented. For example, for a total population of

122, the sample size will be.

122
n=
1+ ( 122 ) ( 0. 05 )2

That is, with a selected margin of error of 5%, or 0.05. The total sample size, therefore,

will be 93.48, or simply 93 participants. Actual stratified sampling size is presented on the table

below.

Table 1

Distribution of Respondents

Sections Population Sample Size

ABM 11-A 44 34

ABM 11-B 37 28

ABM 11-C 41 31

TOTAL 122 93

From the above population sizes, sample sizes are stratified as follows:

For instance, let n1 = 93 and N1 = 122. The ratio of n1 to N1 is 93:122. Therefore, for a

subpopulation of, say, 44, under the section of ABM 11 A will be:

n2 = ( )
93
122
( 44 )

Research Instrument
 The main tool used in the study was a researcher - made questionnaire – multiple choice.

Set of questionnaires – multiple choices were constructed for the student respondents. The

questionnaire – multiple choice consisted of the students’ level of interest in mathematics, their

study habits and the teacher’s personality traits, teaching skills, instructional materials, internet

and environment used in teaching as perceived by the students.

Part 1 on the questionnaire – multiple choice obtained the students level of interest in

mathematics five (5) statements and the students study’ habits presented eleven (11) situations.

These were given one set of five multiple choices each. These five multiple choices were ranked

as:

5 – ALWAYS

4 – OFTEN

3 – SOMETIMES

2 – RARELY

1 – NEVER

Part 2 obtained teacher’s personality traits, teaching skills and instructional materials

used in teaching as rated by the students. Each statement was given one set of five multiple

choices. Again, the five multiple choices were ranked as:

5 – ALWAYS

4 – OFTEN

3 – SOMETIMES
 2 – RARELY

1 – NEVER

Part 3 obtained internet connection and environment as rated by the students. Internet

connection was given one (1) multiple choice statement and environment was given two (2)

multiple choice statements. Again, the five multiple choices were ranked as:

5 – ALWAYS

4 – OFTEN

3 – SOMETIMES

2 – RARELY

1 – NEVER

Data Gathering Procedure

The original title proposed by the researcher was checked by the researcher’s adviser to

maintain conformity on the subject of research. The questionnaire-multiple choice that aims to

draw out proper responses on the objectives of this study was constructed. This questionnaire –

multiple choice made by the researcher and was presented to, analyzed and checked by the

research adviser to ensure the validity of responses it would elicit. Data gathered from answered

questionnaires were checked, classified , tabulated and analyzed according to the research design

described in this chapter using excel.

Data Processing and Statistical Treatment

 This part presents, analyzes, and interprets the data gathered from the students of ABM

Strand at Guiguinto National Vocational High School in determining the adversities in learning

fundamental operations.

Analysis Statistical Tool

6. What is the extent of student-related Weighted Mean

factors in terms of:

1.1 Interest

1.2 Study Habits

7. What is the extent of teacher-related factors Weighted Mean

as evaluated by the students in terms of:

2.1 Personality Traits

2.2 Teaching Skills

2.3 Instructional Materials

8. What is the extent of environment-related factors Weighted Mean

as evaluated by students and teachers in terms of:

3.1 Internet Connection

3.2 Surroundings/Environment

9. Is there a significant relationship between Pearson r, Spearman rho,

Regression

adversities in learning fundamental operations in decimal,

 fraction and percentage and student-related factors?

10. Is there a significant relationship between Pearson r, Spearman rho,

Regression

adversities in learning fundamental operations in decimal,

fraction and percentage and teacher-related factors?

Extent of Interest of the students in Mathematics

Table 1 shows the weighted mean of students’ interest in Mathematics. Students’ level of

interest in Mathematics was rated based on the students’ self-perceived level of preparation for

the Mathematics subject, likeness in the subject itself, their desire to get good grades and their

desire to listen to discussions or attention class. The students gave a unifying perception on their

level of interest in Mathematics. The item “I want to get good grades on tests, quizzes,

assignments and projects.” ranked first with an average weighted mean of 4.59. The item “I get

frustrated when the discussion is interrupted or the teacher is absent.” got the lowest rating with

an average weighted mean of 3.54.

Table 1. Extent of Interest in Mathematics as Perceived by the Students

Interest Weighted Mean Rank Verbal

Interpretation

1. I make myself prepared for the 4.05 2 Often

math subject.

2. I actively participate in the 3.88 3 Often

discussion answering exercises and/or
clarifying things I did not understand.

3. I really like mathematics. 3.70 4 Sometimes

4. I want to get good grades on tests, 4.59 1 Always

 quizzes, assignments, and projects.

5. I get frustrated when the discussion 3.54 5 Sometimes

is interrupted or the teacher is absent.

Average Weighted Mean 3.95 Often

The overall weighted mean of interest in Mathematics is 3.95. This means students are

“often” interested in this subject. The item “I want to get good grades on tests, quizzes,

assignments and projects.” ranked first with an weighted mean of 4.59 meaning the students

want to have high scores but lack of interest in the subject. The item “I get frustrated when the

discussion is interrupted or the teacher is absent.” got the lowest rating with a weighted mean of

3.54.

Extent of Study Habits

Table 2 shows the lists of eleven (11) statements used in data gathering. The criteria

obtaining a student's level of study habits were based on their pattern of studying.

Table 2. Extent of Study Habits as Perceived by the Students

Study Habits Weighted Mean Rank Verbal

Interpretation

6. I do my assignment/s regularly. 4.42 1 Always

7. I exert more effort when I do difficult 4.05 3 Often

assignments.

8. I spend vacant time doing 3.67 7 Sometimes

assignments or studying my lesson.

9. I study the lesson I missed if I was 3.61 8 Sometimes

absent from the class.

10. I study and prepare for quizzes and 4.28 2 Always

tests.
 11. I study harder to improve my 3.34 9 Always
performance when I get low grades.

12. I prefer to finish my studies and 3.68 6 Sometimes

assignments first before watching
television program or before using cell
phone.

13. I spend less time with friends during 3.13 10 Sometimes

school days to concentrate more on my
studies.

14. I have a specific place to study at 3.94 4 Often

home which I keep clean and orderly.

15. I see to it that extracurricular 3.87 5 Often

activities do not hamper my studies.

16. I depend my quizzes, assignments 2.99 11 Sometimes

or activities to my classmate/s.

Average Weighted Mean 3.72 Sometimes

Overall, the extent of study habits as perceived by the students themselves gained an

“sometimes” result with an average weighted mean of 3.72. Among each situational statement or

items given, the item “I do my assignment/s regularly.” ranked first with a weighted mean of

4.42 but the item “I depend my quizzes, assignments or activities to my classmate/s.” got the

lowest extent of study habits in Mathematics with a weighted mean of 2.99 meaning they

sometimes depend their quizzes, assignments or activities to their classmate/s.

Extent of Teacher’s Personality Traits

Table 2 shows the lists of six (6) statements used in data gathering.

Table 3. Extent of Teacher’s Personality Skills as Perceived by the Students

Teacher’s Personality Skills Weighted Mean Rank Verbal

Interpretation
 17. Has a good relationship with the 4.39 1 Always
students and teachers.

18. Show smartness, confidence and 4.22 3 Always

firmness in making decisions.

19. Imposes proper discipline and is 3.74 5 Often

not lenient in the following the
prescribed rules.

20. Has patience when it comes to 4.22 3 Always

students who can't understand the
lesson.

21. Is open to suggestions and 4.17 4 Always

opinions.

22. Wrong answers during 4.30 2 Always

recitations are okay and make it right
in a good way.

Average Weighted Mean 4.17 Always

Overall, the extent of teacher’s personality traits as perceived by the students themselves

gained an “always” result with an average weighted mean of 4.17. Among each situational

statement or items given, the item “Has a good relationship with the students and teachers.”

ranked first with a weighted mean of 4.39, while the items “Show smartness confidence and

firmness in making decision” and “ Has a patience when it comes to students who can't

understand the lesson.” ranked the same and interpreted as “always”, but the item “Imposes

proper discipline and is not lenient in the following the prescribed rules.” got the lowest extent of

study weighted mean of 3.74 meaning for students they often impose proper discipline.

Extent of Teaching Skills as Perceived by the Students

 Table 4 presents the extent of teaching skills acquired by the teachers in Mathematics as

perceived by the students. The overall weighted mean of the teachers in terms of teaching skills

is 3.90 which is interpreted as “always”

Table 4. Extent of Teaching Skills as Perceived by the Students

Teaching Skills Weighted Mean Rank Verbal

Interpretation

23. Explains the objectives of the 4.13 1 Always

lesson clearly at the start of the
period.

24. Explains the lesson through the 3.56 6 Sometimes

level of students' intelligence.

25. Has mastery of the subject 3.97 4 Often

matter.

26. Is organized in explaining the 4.01 3 Always

steps or the lesson one by one.

27. Is always updated to the new or 3.92 5 Often

easier way of solving problems.

28. Objectives of the lesson are 4.10 2 Always

achieved after the period.

Average Weighted Mean 3.90 Always

Looking closely at the table item per item, it was observed that the “Explains the

objectives of the lesson clearly at the start of the period.” has the highest average weighted mean

among the six items and is interpreted as “always” followed by the item “Objectives of the

lesson are achieved after the period.” also interpreted as “always”. Item “Explains the lesson

through the level of students intelligence.” ranked as the lowest and interpreted as “sometimes”

meaning teachers explains the objective of the lesson and objectives are achieved but they

sometimes don’t explain the lesson through the level of students’ intelligence.
Extent of Instructional Materials as Perceived by the Students

Table 5 represents the effectiveness of instructional materials used by teachers as

perceived by the students. The overall weighted mean is 4.22.

Table 5. Instructional Materials as Perceived by the Students

Instructional Materials Weighted Mean Rank Verbal

Interpretation

29. Chalk and blackboard in 4.13 4 Always

explaining the lesson.

30. Workbooks or textbooks. 4.17 3 Often

31. PowerPoint presentation as 3.76 5 Always

visual aids.

32. Materials that are based on 4.70 1 Often

students' intelligence.

33. Materials for project 4.38 2 Always

development.

Average Weighted Mean 4.22 Always

“Materials that are based on students' intelligence” ranked first with a weighted mean of

4.70 and interpreted as “often”. “Materials for project development.” ranked as second,

“Workbooks or textbooks.” ranked third, “Chalk and blackboard in explaining the lesson.”

ranked fourth and the “PowerPoint presentation as visual aids.” ranked as the lowest and

interpreted as “always”, meaning teacher’s often give materials that are based on students'

intelligence and they always use PowerPoint presentation as visual aids.

Internet Connection as Perceived by Students

 Table 6 presents the stability of internet connection that each student is experiencing

every class. The overall weighted mean of the internet connection is 3.51 which is interpreted as

“sometimes”

Table 6. Stability of Internet Connection of Students

Internet Connection Weighted Mean Rank Verbal

Interpretation

34. Strong internet connection. 3.51 1 Sometimes

Average Weighted Mean 3.51 Sometimes

According to students, “sometimes” they have strong internet connection.

Environment

Table 7 presents the environment that each student is experiencing every day. The overall

weighted mean is 3.51 which is interpreted as “sometimes”

Table 7. Environment as Perceived by Students

Internet Connection Weighted Mean Rank Verbal

Interpretation

35. Noisy neighbors. 3.32 1 Sometimes

36. Noisy street. 3.22 2 Sometimes

Average Weighted Mean 3.27 Sometimes

Students described their environment as “sometimes” noisy.